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Article: Core competency education of social work students: An empirical assessment through scale development

TitleCore competency education of social work students: An empirical assessment through scale development
Authors
Issue Date2018
PublisherMacrothink Institute, Inc. The Journal's web site is located at http://www.macrothink.org/journal/index.php/ijsw
Citation
International Journal of Social Work, 2018, v. 5, p. 58-78 How to Cite?
AbstractThis study investigates how competency-based education and assessment prepare social work students to become competent professionals, with a quantitative examination of Chinese students’ (n=332) core competencies. Factor analysis suggests that core competencies can be grouped into conceptual and professional dimensions. The regression results demonstrate that curriculum content satisfaction, preference for the social work major, field experience, and knowledge of career outlook are positively related to students’ conceptual, professional, and comprehensive competencies. Gender and willingness for further study also relate positively to both conceptual and comprehensive competencies, and grade is positively associated with professional competency. These findings carry important implications for the competency-based approach to social work education in China.
Persistent Identifierhttp://hdl.handle.net/10722/262384
ISSN

 

DC FieldValueLanguage
dc.contributor.authorGuo, Y-
dc.contributor.authorLu, S-
dc.contributor.authorHuang, C-C-
dc.contributor.authorWang, Y-
dc.contributor.authorZhang, Y-
dc.date.accessioned2018-09-28T04:58:25Z-
dc.date.available2018-09-28T04:58:25Z-
dc.date.issued2018-
dc.identifier.citationInternational Journal of Social Work, 2018, v. 5, p. 58-78-
dc.identifier.issn2332-7278-
dc.identifier.urihttp://hdl.handle.net/10722/262384-
dc.description.abstractThis study investigates how competency-based education and assessment prepare social work students to become competent professionals, with a quantitative examination of Chinese students’ (n=332) core competencies. Factor analysis suggests that core competencies can be grouped into conceptual and professional dimensions. The regression results demonstrate that curriculum content satisfaction, preference for the social work major, field experience, and knowledge of career outlook are positively related to students’ conceptual, professional, and comprehensive competencies. Gender and willingness for further study also relate positively to both conceptual and comprehensive competencies, and grade is positively associated with professional competency. These findings carry important implications for the competency-based approach to social work education in China.-
dc.languageeng-
dc.publisherMacrothink Institute, Inc. The Journal's web site is located at http://www.macrothink.org/journal/index.php/ijsw-
dc.relation.ispartofInternational Journal of Social Work-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleCore competency education of social work students: An empirical assessment through scale development-
dc.typeArticle-
dc.identifier.emailLu, S: shuanglu@hku.hk-
dc.identifier.authorityLu, S=rp02309-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5296/ijsw.v5i2.13470-
dc.identifier.hkuros293049-
dc.identifier.volume5-
dc.identifier.spage58-
dc.identifier.epage78-
dc.publisher.placeUnited States-

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